Distance-Learning Strategies in Campus-Based Translator Education

Inhaltsverzeichnis (Table of Contents)

• Introduction
• 1. Skepticism Vs. Opportunity
• 2. Distance Education; More than a Collection of Hardware
  • 2.1 Time and Space - the Key Differences
  • 2.2 Physical and Virtual Locations - - the Classroom
  • 2.3 Independence and Responsibility - the Philosophy
  • 2.4 Which Path Should Translator Education Take with Regard to Distance Education?
• 3. Changing from an Objectivist to a Constructivist Educational Philosophy and from Teaching to Learning
  • 3.1 Objectivism
  • 3.2 Constructivism
  • 3.3 An Argument for a Constructivist Learning Environment in Translator Education
• 4. Translator Education, More than the Substitution of Words
  • 4.1 Meaning and Understanding among Cultures
  • 4.2 Subject Matter Knowledge
  • 4.3 Text
  • 4.4 Research
  • 4.5 Computer Literacy
• 5. Employing Distance-Learning Strategies to Improve Translator Education
  • 5.1 Primary Objectives
    • 5.1.1 Seminars
    • 5.1.2 Ergänzungsfächer
    • 5.1.3 Translation Classes
  • 5.2 Secondary Objectives
    • 5.2.1 Preparation for an Increasingly Diversified Job Market
    • 5.2.2 Cultural Awareness
    • 5.2.3 Lifelong Learning
• 6. Towards a More Effective Learning Environment in Translator Education

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This thesis examines the potential benefits of employing distance-learning strategies within the context of university-level translator education. It explores the evolution of distance education and its application to the changing landscape of the translation profession. The main goal is to present a compelling argument for the incorporation of distance-learning techniques in order to better prepare future translators for the demands of the globalized job market.

• The evolution and impact of distance education on higher education
• The changing nature of the translation profession and the increasing reliance on technology
• The benefits and challenges of integrating distance-learning strategies into translator education
• The shift from an objectivist to a constructivist educational philosophy in translator education
• The role of technology and computer literacy in the training of professional translators

Zusammenfassung der Kapitel (Chapter Summaries)

• Introduction: This chapter introduces the thesis's central argument: the need for translator education to embrace distance-learning strategies to effectively prepare students for the demands of the globalized job market. It highlights the increasing use of technology in the translation profession and the importance of incorporating these advancements into the educational process.
• 1. Skepticism Vs. Opportunity: This chapter explores the historical development of distance education, tracing its roots from traditional correspondence courses to the modern utilization of information and communication technologies. It analyzes the changing perception of distance education, from a necessary evil to a vast opportunity, and examines the potential it holds for bridging the gap between academia and the professional world.
• 2. Distance Education; More than a Collection of Hardware: This chapter delves into the defining characteristics of distance education, emphasizing the unique aspects that set it apart from traditional campus-based education. It discusses the crucial differences in time and space, physical and virtual learning environments, and the inherent emphasis on student independence and responsibility. The chapter also examines the philosophical underpinnings of distance education and its implications for the pedagogy of translator education.
• 3. Changing from an Objectivist to a Constructivist Educational Philosophy and from Teaching to Learning: This chapter explores the shift from objectivist to constructivist learning theories and their relevance to translator education. It examines the theoretical frameworks of these two approaches, outlining their key principles and pedagogical implications. The chapter argues for the adoption of a constructivist learning environment, highlighting its potential to empower students, foster critical thinking, and promote independent learning.
• 4. Translator Education, More than the Substitution of Words: This chapter delves into the specific skills and knowledge required for professional translators. It explores the multifaceted nature of translation, emphasizing the importance of cultural understanding, subject matter expertise, text analysis, research skills, and computer literacy. The chapter provides a detailed account of the essential competencies needed for success in the translation profession.
• 5. Employing Distance-Learning Strategies to Improve Translator Education: This chapter explores the practical application of distance-learning strategies in specific translator education courses. It outlines a range of approaches for various course types, including seminars, supplementary subjects, and translation classes. The chapter also discusses the secondary benefits of utilizing distance-learning environments, such as preparing students for a diverse job market, fostering cultural awareness, and promoting lifelong learning.

Schlüsselwörter (Keywords)

This thesis focuses on the key themes of distance education, translator education, technology integration, constructivist learning, and the changing landscape of the translation profession. The work examines the potential benefits of employing distance-learning strategies in various aspects of translator education, highlighting the significance of computer literacy and cultural awareness for professional translators in today's globalized environment. This research seeks to contribute to the ongoing discourse surrounding the effective use of technology in translator education and its impact on preparing students for successful careers in the field.